The Role of Word Decoding, Vocabulary Knowledge and Meta-Cognitive Knowledge in Monolingual and Bilingual Low-Achieving Adolescents' Reading Comprehension
| Title: | The Role of Word Decoding, Vocabulary Knowledge and Meta-Cognitive Knowledge in Monolingual and Bilingual Low-Achieving Adolescents' Reading Comprehension |
|---|---|
| Language: | English |
| Authors: | van Steensel, Roel, Oostdam, Ron, van Gelderen, Amos, van Schooten, Erik |
| Source: | Journal of Research in Reading. Aug 2016 39(3):312-329. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 7 Junior High Schools Middle Schools Elementary Education Secondary Education Grade 9 High Schools |
| Descriptors: | Reading, Reading Instruction, Reading Comprehension, Grade 7, Grade 9, Decoding (Reading), Vocabulary, Vocabulary Development, Vocabulary Skills, Metacognition, Monolingualism, Bilingualism, Low Achievement, Adolescents, Bilingual Students, Tests, Second Language Learning, Second Language Instruction, Indo European Languages, Foreign Countries, Prevocational Education |
| Geographic Terms: | Netherlands |
| DOI: | 10.1111/1467-9817.12042 |
| ISSN: | 0141-0423 |
| Abstract: | In this study, we analysed the relationships between word decoding, vocabulary knowledge, meta-cognitive knowledge and reading comprehension in low-achieving adolescents and examined whether the strength of these relationships differed between Grade 7 and 9 students and between monolingual and bilingual students. Tests were administered to 328 students in Dutch prevocational education. Multilevel analyses showed positive effects of vocabulary and meta-cognitive knowledge on reading comprehension that were consistent across grades and across monolinguals and bilinguals. Additionally, we found a positive effect of word decoding for seventh graders, but no effect for ninth graders. There was also a positive effect of bilingualism on reading comprehension when vocabulary differences were controlled. This finding suggests that for bilingual students, reading comprehension is hampered by limited second-language vocabulary knowledge and that these students will profit more from an increase in vocabulary knowledge than their monolingual peers. The results underline the importance of vocabulary and meta-cognitive instruction for low-achieving adolescents. |
| Abstractor: | As Provided |
| Entry Date: | 2016 |
| Accession Number: | EJ1105881 |
| Database: | ERIC |
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| ISSN: | 0141-0423 |
|---|---|
| DOI: | 10.1111/1467-9817.12042 |
| Published in: | Journal of Research in Reading |
| Language: | English |